Australian Curriculum - Year 6

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Language
Literature
Literacy

Language variation and change


Content Description:

Related Ziptales Activities:

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English


Language for interaction


Content Description:

Related Ziptales Activities:

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase

Understand the uses of objective and subjective language and bias


Text structure and organisation


Content Description:

Related Ziptales Activities:

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

  • Examine different works by an author such as Lewis Carroll, including the Rhyme Time poem Jabberwocky, to identify how an author uses word play to add humour to texts.
  • Use the Advanced Library Comedy stories to discuss how authors use language features to create humour in texts. (e.g. use of dialogue in Getting Even; descriptive language in The Blog Monster).

Understand that cohesive links can be made in texts by omitting or replacing words

Understand the uses of commas to separate clauses


Expressing and developing ideas


Content Description:

Related Ziptales Activities:

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas


Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages


Literature and Context


Content Description:

Related Ziptales Activities:

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts


Responding to Literature


Content Description:

Related Ziptales Activities:

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots


Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts


Examining Literature


Content Description:

Related Ziptales Activities:

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse



Creating Literature


Content Description:

Related Ziptales Activities:

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice



Texts in Context


Content Description:

Related Ziptales Activities:

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches


Interacting with others


Content Description:

Related Ziptales Activities:

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis


Interpreting, Analysing, Evaluating


Content Description:

Related Ziptales Activities:

Analyse how text structures and language features work together to meet the purpose of a text

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

Analyse strategies authors use to influence readers


Creating Texts


Content Description:

Related Ziptales Activities:

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

  • Use the How to write…series of digital documentaries in Write Time to assist with planning and drafting imaginative, informative and persuasive texts.
  • Use Extending Literacy Library stories to springboard ideas for text creation e.g. The Forgotten Pharaoh (Adventureland):
    • An imaginative text about an adventure inside a tomb.
    • An informative text about Ancient Egypt.
    • An explanation text about how pyramids are built.
    • A persuasive text about paranormal beliefs, credible or a load of nonsense?
  • Create a text for two different audiences using a Extending Literacy Library story e.g. Lost in the Rainforest (Adventureland) - Create information texts about rainforests by designing a) a ‘big book’ for Year 1 students and b) a multimedia slide show for adults.

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose

Use a range of software, including word processing programs, learning new functions as required to create texts


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